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DIPLOMA IN EDUCATION PROGRAMME

SCHOOL OF EDUCATION
THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE

GEOGRAPHY
LESSON PLAN: # 4 in Unit plan
TEACHER: Kirby Harripersad SCHOOL: Barrackpore West Secondary DATE: 7.7.21
CLASS: 3.1 No. in class: 30 TIME: 12.15pm No of period(s): 1 Duration: 40mins

Planning for the lesson

UNIT PLAN: The physical Earth and human interactions- Volcanoes
TOPIC: Negative effects of volcanoes
CONCEPTS: Environment, Interconnection CONCEPT MAP: Attached
CURRICULUM INTEGRATION AREAS: English Language will be integrated in the form of oral communication
and journal writing. Social Studies through the socio-economic effects of a natural disaster.
Strategies for:
Planning for inclusiveness: The lesson has been prepared for different types of learners such as visual,
read-write and auditory learners.
Planning for literacy improvement: Students will add to their Geographical Terms Glossary and will be
encouraged to read out loud.
Planning for Technology Integration: The use of laptop, Projector, PowerPoint.Teacher created resources
using Audacity, Windows Movie maker and Screencast-o-matic
Planning for VAPA integration: Use of pictures for interpretation, music and videos for visual aid.

Instructional strategies to be used and their rationale:

 Direct instruction- teacher-led, structured instructional approach that identifies learning goals, presents
content and checks for understanding with feedback.
 Effective questioning- play a role in focusing students on learning goals and encourage higher level
responses.
 Discovery learning- the use of case studies engage students in developing questions, seeking evidence
and justifications.
 Hands-on learning- Learning by doing (use of a model) directly involves learners while stimulating other
parts of the brain, thereby encouraging recall ability.
 Role play- help students invent and practice interpersonal skills in a relatively low-risk environment. It
promotes problem solving and deeper understanding, resulting in better recall learning.
 Journaling- students are actively engaged in their own learning and get the opportunity to request
clarifications and also reflect on their thinking.
Link to relevant learning theories as interpreted from Ertmer & Newby (2013):
Journaling can be linked to the constructivist learning theory as it leans towards the interpretations of our
existence. Role playing and use of model are associated with the behavioural learning theory as it elicits a desired
response. Effective questioning uses feedback to modify behaviour in a desired direction in line with the
behaviourist theory lecturing follows the cognitive theory as it focuses on the mental activities of the learner and
use of knowledge is used to guide correct mental connections.
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The lesson plan:

PRE-KNOWLEDGE:

Students were taught about the Earth’s structure, as well as features found at plate boundaries

(inclusive of volcanoes). Students also had sessions on types of rocks and earthquakes and

materials ejected by volcanoes.

OBJECTIVES:

At the end of this lesson, pupils will be able to:

Objectives of the lesson Classification of objectives Domain

1. Examine the negative effects of volcanic Analysing Cognitive

eruptions on the physical and human

environment
2. Share their views on how they feel about the Valuing Affective

negative effects of volcanic activity.

SET INDUCTION (strategy to draw learners into the lesson)– Time allotted: 5 mins

Teacher displays models that were made by students at the front of the class for a previous

assignment. The models were that of a volcanic cone with surrounding natural vegetation,

agriculture and settlements. The students simulate an eruption either with Mentos and Coca

Cola or vinegar and baking soda. Teacher uses cellular phone to play a soca song “Volcano” by

artiste Red Plastic bag while the eruptions are occurring accessed here.

Teacher asks student to describe what they see happening to the natural vegetation,

agriculture and settlements with the ejected material.

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Effective questioning: What do you think we would be exploring in this lesson?

Guide students towards: The negative effects of volcanism.

SECTION 1- Time allotted: 20mins

Teaching points:

Negative effects of volcanic activity:

 Pyroclastic flow

 Ash fall

 Poisonous gas emissions

 Damage to property

 Lahars

 Forced evacuation

 Limited potable water

 Homelessness

 Limited food readily available for livestock and wildlife

 Volcanic bombs

 Tsunami triggered by volcanic activity

 Noteworthy to mention: the eruption of Mt Soufrière, 2021 was not a lava eruption, and

lava flows cause significant damage to anything in its path via burning.

METHOD

Teaching Strategy Student Activity Resources

Lecturing Students answer questions Any student atlas
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Teacher introduces session by showing a about the scenes shown and available for a map

map of the Caribbean and reminding make a written list of the of the Caribbean.

students the location of St. Vincent and the negative effects of volcanic

Grenadines and that of Trinidad and Tobago. activity.

Discovery learning (Case study) PowerPoint

Teacher arranges desks in a semi-circle presentation with

around the projector’s screen. Teacher imagery and video of

shows the images and clips showing scenes scenes of the Mt

of the volcanic eruption of Mt Soufrière, Soufrière, 2021

2021. During the presentation, the teacher eruption available:

pauses the video for each scene shown and  Kirby

Harripersad_FINAL
asks the students effective questions to
ITP_Negative effects
guide them towards describing the effect
of...
demonstrated (Questions for each slide in
(Please download
the notes section of the slides in the supplied
onto computer
PowerPoint).
before showing
If the projector is unavailable, teacher shows
students for the
the students the printed pictures by passing
embedded videos to
them around, asking the same questions
play and to access
listed in the notes of the slides.
the slide notes)

Printed PowerPoint
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SECTIONAL REVIEW and feedback Time allotted: 3 mins

Multiple choice questions accessed at:

Quiz- Negative effects of Volcanic Activity (Quizzes link)

Quiz with answers- negative effects of volcanic activity (Google doc link if projector unavailable)

Ask students to justify their choices.

SECTION 2- Time allotted: 5mins

Teaching points:

Questions to be asked:

 How do these scenes make you feel?

 How do the comments made by our fellow country folk about persons negatively

affected make you feel?

METHOD

Teaching Strategy Student Activity Resources

Role play Students verbally respond to

Teacher asks students to put questions asked

themselves in the shoes of

the residents living in the red

zone of St. Vincent during

evacuation.
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Journaling Students read out loud the Slide # 22 of the PowerPoint

Teacher ask students to read resources provided presentation provided

out the comments made by (printed if no projector

country folk in response to available)

discussions on hosting

persons affected by the

eruption in T&T.

SECTIONAL REVIEW and feedback Time allotted: 3 mins

Teacher asks students to state (orally) how they feel about the negative effects of volcanoes

and these comments.

Sample response:

The effects learnt today are destructive and scary. Persons should not be selfish when people

are affected by a natural disaster, since they never know when they may need assistance.

CLOSURE Time allotted: 2 mins

Where are we going?

Students predict the topic of the next session’s lesson.

Answer: Positive effects of Volcanoes.

FINAL EVALUATION – Time allotted: 5 mins

Students will be presented with a series of pictures to examine. These pictures are scenes of

the aftermath of volcanic eruptions. Teacher asks students to identify the different ways in
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which volcanoes can negatively affect the human and natural environment. If needed, teacher

asks students to look beyond what the images show, and to state what the mean (example,

burning house means homelessness, loss of life means loss of human resource)

Answers (From top right in a clockwise direction):

-Persons injured dying, loss of human resource, loss of productivity.

- burning landscape, loss of natural habitat, wildlife

-ash covered fields, decreased food security

- burning house, homelessness, increased dependence of government support

- damaged resources and dead livestock

- Burning community, blocked transportation networks, delayed first response.

Reasonable level of achievement

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Level of achievement Related

objective
80% of students should be able to examine the negative effects of 1

volcanic eruptions on the physical and human environment

100 % of students should be able to share their views on how they feel 2

about the negative effects of volcanic activity.

Table of Specifications

Objectives Level and type of Formative/Summative Marks

domain
1. Examine the negative Analysing/ Formative (Section1). N/A

effects of volcanic Cognitive 3 multiple choice questions with

eruptions on the physical justifications of answers

and human environment Summative

(Section 1).

Picture interpretation (6 pictures) N/A

2. Share their views on Valuing/ Affective Formative N/A

how they feel about the (Section 2).

negative effects of volcanic Verbal response to questions:

activity. -How do these scenes make you

feel?

-How do the comments made by

our fellow country folk about

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persons negatively affected make

you feel?

FOLLOW-UP ACTIVITIES/LESSON:

Lesson 5 of the unit plan: Positive effects if volcanic activity.

Reference

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing

critical features from an instructional design perspective. Performance Improvement

Quarterly, 26(2), 43–71. https://doi.org/10.1002/piq.21143

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Concept map